【Big Fish】3月15日Issue28-By jjooyy

jjooyyUID: 2704028

TOPIC: ISSUE28 - "Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little."

When teaching students about facts as well as ideas, trends, and concepts, the speaker maintains, the latter should comes first, and those who know only facts gain little knowledge. As for me, this is true in education to some extent, with particular situations exist in which one need to grasp facts first.
First of all, for most subjects in school, concepts, trends, and ideas are the most important components of knowledge. And the facts frequently serve as useful means to arouse one's interests, or help remember things. One might find the story about Newton and an apple amazing, thus feeling interested in physics and chemistry; one may start to believe math useful as he or she solve the everyday problems by using math knowledge. Such cases are not rare, in which students inspired by the facts they learn later. But they all rely on the assertion that one is able to grasp the concepts in the textbooks, for the application of knowledge would more or less based on how well one learn the knowledge. In short, without a thorough comprehension of the subject, one seldom gets opportunities to know how to use the knowledge later.

In addition, provided that one simply learns the facts, he or she is unlikely to build a thorough and comprehensive system of a subject or more.  The facts are only small pieces of knowledge. With theories, one is able to put these pieces together,  and therefore to see a bigger picture. For instance, one that even knows almost every famous writer and their great works in history would not understand the themes and styles of their works, for not acquiring fundamental theories. And without such understanding, one is far away from understanding literature insightfully. Theories to facts is like sounds to movies: they combine the rest factors and make others understand. Therefore it is scarcely possible for one learn systematically by only remembering facts in most subjects.

However, in certain areas where theories seem not so important, remembering facts is one of the most vital things for learning the subject.  One good example is history, which need a myriad of time remembering events in history. Because the ideas and concepts vary upon historical events, students are supposed to learn the events by heart, and later develop their own view of them. The condition is also the same when it comes to the learning of laws and the legislation system. Ideas, concepts and trends are so different that one are allowed sustaining his or her view, with learning facts only. For these areas, students who learn only facts have learned plenty.

To conclude, students mostly are supposed to learn the theories before applying them to practical facts. In that way, they can build a thorough view of the subject, with facts supporting theories. Whereas in certain fields, where opinions divide, learning facts only can somehow help students develop their own understanding about the subject later.
时间还是50+ 加油！看了范文 话说得多了点了。。
keep moving!

cloudwind-greUID: 2462220

TOPIC: ISSUE28 - "Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little."

When teaching students about facts as well as ideas, trends, and concepts, the speaker maintains这个词是个多义词,用在这里可能会比较难理解, the latter 这个指那个后面呢,楼主上面as well as后面有三个词哦,建议改成一个.should comes first, and those who know only facts gain little knowledge. As for me, this is true in education to some extent, with particular situations exist in which one need to grasp facts first.

First of all, for most subjects in school, concepts, trends, and ideas are the most important components of knowledge. And the facts frequently serve as useful means to arouse one's interests, or help remember things. One might find the story about Newton and an apple amazing, thus feeling interested in physics and chemistry; one may start to believe math useful as he or she solve the everyday problems by using math knowledge. Such cases are not rare, in which students inspired by the facts they learn later (students inspired by...这是一个主语,后面没谓语了...). But they all rely on th ine assertion that one is able to grasp the concepts in the textbooks, for the application of knowledge would more or less based on how well one learn the knowledge. In short, without a thorough comprehension of the subject, one seldom gets opportunities to know how to use the knowledge later. 楼主这里knowledge到底指什么呢?facts? ideas?这一段的gist楼主好像没有交代清楚啊,第一句说了ideas是最重要的,然后例子主持的是第二句,而第二句说说的是facts可以激发人们学习....

In addition, provided that one simply learns the facts, he or she is unlikely to build a thorough and comprehensive system of a subject or more.  The facts are only small pieces of knowledge. With theories, one is able to put these pieces together,  and therefore to see a bigger picture. For instance, one that even knows almost every famous writer and their great works in history would not understand the themes and styles of their works, for not acquiring fundamental theories. And without such understanding, one is far away from understanding literature insightfully. Theories to facts is like sounds to movies: they combine the rest factors and make others understand. Therefore it is scarcely possible for one learn systematically by only remembering facts in most subjects.这段是说理论重要的,

However, in certain areas where theories seem not so important, remembering facts is one of the most vital things for learning the subject.  One good example is history, which need a myriad of time remembering events in history. Because the ideas and concepts vary upon historical events, students are supposed to learn the events by heart, and later develop their own view of them. The condition is also the same when it comes to the learning of laws and the legislation system. Ideas, concepts and trends are so different that one are allowed sustaining his or her view, with learning facts only. For these areas, students who learn only facts have learned plenty. 这一段论证不够充分,主题是理论不重要,记facts才是最重要的,文中对第一个点"理论不是太重要"基本没有论述

To conclude, students mostly are supposed to learn the theories before applying them to practical facts. In that way, they can build a thorough view of the subject, with facts supporting theories. Whereas in certain fields, where opinions divide, learning facts only can somehow help students develop their own understanding about the subject later.

楼主你的论点在第一段里交代了,是As for me, this is true in education to some extent, with particular situations exist in which one need to grasp facts first.是要学习facts先,
第二段我是没看明白楼主想要支持的是FACTS还是IDEAS
第三段是支持IDEAS的
第四段是说有时不用学理论了.
综观三个论证段,要好像没有体现出"first",我的理解是first表明两个都要学,学的顺序是FACTS---IDEAS.楼主三段都没有体现这一点.


总的来说,楼主语言词汇还算OK,就是表达主题方面要加强.

jjooyyUID: 2704028

改成这样好一些吧 估计也没人看。。。
When teaching students about facts as well as ideas, trends, and concepts, the speaker holds theories should come first, and those who know only facts gain little knowledge. As for me, this is true in education to some extent, with particular situations exist, in which one need to grasp facts first.

First of all, for most subjects in school, the facts frequently serve as useful means to arouse one's interests, or help remember concepts, ideas and trends, as they are the most important components of knowledge, which need students to grasp. And one might find the story about Newton and an apple amazing, thus feeling interested in physics and chemistry; one may start to believe math useful as he or she solves the everyday problems by using math knowledge. Such cases are not rare, in which students are inspired by the facts they learn later. But they all rely on th ine assertion that one is able to grasp the concepts in the textbooks, for the application of knowledge would more or less based on how well one learn the knowledge. In short, without a thorough comprehension of the subject, one seldom gets opportunities to know how to apply knowledge from the subjects to practical later.

In addition, provided that one simply learns the facts, he or she is unlikely to build a thorough and comprehensive system of a subject or more.  The facts are only small pieces of knowledge. With theories, one is able to put these pieces together,  and therefore to see a bigger picture. For instance, one that even knows almost every famous writer and their great works in history would not understand the themes and styles of their works, for not acquiring fundamental theories. And without such understanding, one is far away from understanding literature insightfully. Theories to facts is like sounds to movies: they combine the rest factors and make others understand. Therefore it is scarcely possible for one learn systematically by only remembering facts in most subjects.

However, in certain areas where theories seem not so important, remembering facts is one of the most vital things for learning the subjects.  One good example is history, which need a myriad of time remembering events in history. Because the ideas and concepts vary from individual to individual, students are supposed to learn the events by heart, and later develop their own view of them. The condition is also the same when it comes to the study of laws and the legislation system. Ideas, concepts and trends are so different and confusing that one are supposed  to set his or her view, with learning facts only. For these areas, students who learn only facts have learned plenty, while theories might not be helpful in the learning progress.

To conclude, students mostly are supposed to learn the theories before applying them to practical facts. In that way, they can build a thorough view of the subject, with facts supporting theories. Whereas in certain fields, where opinions divide, learning facts only can somehow help students develop their own understanding about the subject later, while theories may be confusing.